TEACHING CITY PLANNING TO CIVIL ENGINEERING STUDENTS: A QUEST FOR
APPROPRIATE COURSE CONTENTS AND PEDAGOGY
RAVINDAR KUMAR[1]
Assistant
professor, Department of Architecture and Planning
NED
University of Engineering and Technology, Karachi-75270, Pakistan
Abstract:
The subject of city planning is taught to civil engineering
students at most of civil engineering programs in Pakistan. However; there are
no such research papers; books or published material available that may have
explained about the appropriate course contents of city planning for civil
engineering students. Similarly; there is no such published data or information
of any kind that may have identified the level at which the city planning shall
be taught to civil engineering students. Additionally; it is also not explained
in any published material that what maybe the prerequisite knowledge required
in student of civil engineering for learning the subject of city planning? Moreover;
it is also absent in the published literature that; how much weight shall be
given to the course of city planning in the curriculum of bachelor of civil
engineering? Besides; marks allocated to the subject of city planning also
determines the level of interest of civil engineering students towards the
course’ and it is also not established in any published source of information
that, how to deal with such situation? Furthermore; the significance of the
subject of city planning for civil engineering students is also not established
in any published material. Whereas; what may be the appropriate methodology for
teaching city planning to civil engineering students is also not customary in
any published literature whatsoever. Thus; in order to answer these
aforementioned questions and its associated issues this research was initiated.
The methodology of the research comprises literature review and analysis of the
civil engineering curriculums in local and international context and interviews
taken from the students and faculty of civil engineering and urban planning on
aforesaid issues. The scope of findings includes the appropriate course
contents and pedagogic procedure of teaching city planning to civil engineers
in accordance with current global practices.
Keywords: City
Planning Pedagogy, Curriculum Revision, Planning Education, Engineering
Education.
1. Introduction:
The
course of city planning is one of the electives taught to civil engineering
students at various BE/BSc civil engineering programs in Pakistan. However;
there are no commonly available research papers; books or published material
available that may have explained about the appropriate course contents of city
planning for civil engineering students. Every institution and curriculum of civil
engineering is quite different from each other. Some curriculums of civil
engineering do not give much importance to urban or city planning. Hence, it’s
quite difficult to decide that city planning shall be taught to civil engineers
or not? The significance of the subject of city planning for civil engineering
students is also not established in any published material. Even if we
establish that, civil engineers must be taught about the city planning as an
elective course, there is no such commonly published data or information of any
kind that may have identified the level at which the city planning shall be
taught to civil engineering students. Any elective course when added to a
professional curriculum it needs a relevance to the profession and there
requires an essential criterion or basic familiarity with some pertinent lexis.
It is also not explained in any published material that what maybe the
prerequisite knowledge crucial in student of civil engineering for learning the
subject of city planning? Based on the need assessment of the electives within
a profession a course load calculation is conducted. It is also absent in the
published literature that; how much weight shall be given to the course of city
planning in the curriculum of bachelor of civil engineering? It is an unwritten
reality that, the marks allocated to the subject also determines the level of
interest of students towards the course, especially in case the learning of
electives is not based upon the choice of students but it is the super imposed
subject by the execs of university. It is also not conventional in any
published source of information that, how to deal with such situation? Whereas;
what may be the appropriate methodology for teaching city planning to civil
engineering students is also not customary in any published literature
whatsoever. Thus; the purpose of research is to respond to these aforesaid
questions and its associated issues. It is a reality that, aforementioned most
of the unanswered questions have no support of published materials so some pioneering
methods shall be required for the paper as given below.
1.1
Materials and Methods
The
methodology of the research comprises literature review about the term
elective, elective course, curriculums of civil engineering in local and
international context i.e. Curriculum developed by Higher Education Commission for
both Public and Private sector engineering universities in Pakistan. Curriculums
of major engineering universities of Pakistan i.e. NED University of Engineering
and Technology, Karachi, Mehran University of Engineering and Technology,
Jamshoro, Sir Syed University Karachi, University of Engineering and
Technology, Lahore, An analysis of the civil engineering curriculums as taught abroad
in USA and EU countries is also carried out. The personal interviews were taken
from the students and professionals of the civil engineering at NED-UET, SSUET
Karachi, MUET Jamshoro, UET Lahore and faculty members of urban planning in
Karachi Pakistan. The author personally taught the Town Planning course to Civil
Engineering students from 2001 to 2013 and Urban Planning and Management course
to Urban Engineering students from 2009 to 2014. At the end of course a
questionnaire survey is conducted from students and after its analysis a focus
group discussion takes place on the aforesaid issues. The students regularly
gave feedback on these aspects and give good suggestions for improvement in the
pedagogy of Urban Planning. Based on the feedback the method of teaching and
learning urban planning always changed. This continuous process is also made
the part of the findings discussed in this paper. The scope of findings
includes the appropriate course contents and pedagogic procedure of teaching
city planning to civil engineers in accordance with current global practices.
1.2 Paper
structure
In
order to organise and systematically explained the basic arguments the paper is
structured as follows: At first the paper begins with the basic definitions and
understanding of the term elective and elective courses. Secondly, the paper
establishes the arguments about the civil engineering curriculums in Pakistan
and abroad. The third aspect discussed in the paper is the significance of the
subject of city planning for civil engineering curriculums. This is
particularly done in four steps i.e. by a critique on definition of civil and
urban engineering, an analysis of the core services of the civil and urban
engineering, the inadequacies in pure Civil and Urban Engineering and a case
study is given where a department of civil and urban engineering has adopted
the city planning as significant element of their curriculum. The fourth
feature conversed in the paper is about the basic knowledge and maturity
required from the Civil Engineering students for learning City Planning. The
fifth facet deliberated is the City Planning Course Load i.e. Theory and
Practical for Civil Engineering curriculum. Finally, the sixth and last finding
of the paper is the ongoing quest of appropriate methodology for teaching City
Planning to Civil Engineering Students. The last three findings are based upon
author’s personal experience and on feedback from students since last 13 years
of teaching town planning to civil engineers and 5 years of teaching urban
sociology, and urban planning and management to urban engineering students.
Thus, in the end learned lessons in teaching philosophy and approach are shared
as conclusion of the paper.
2. The
Research Findings:
2.1
The Basic Definitions and Understanding about Elective and Elective Courses
If we search the term elective on google it may refer
to as choice or the mental process of judging the merits of multiple options
and selecting one of them. The Microsoft word and dictionaries give us
different synonyms of the term such as optional and non-compulsory. These
meanings of the terms clearly indicated the attributes and underlying
tendencies in this term and its psychological effects on the young minds of
civil engineering as also evident in their behavior and attitude towards
electives. An elective course is one chosen by a student from a number of
optional subjects or courses in a curriculum, as opposed to a required course
which the student must take. While required courses sometimes called "core
courses" or "general education courses" are deemed essential for
an academic degree, elective courses tend to be more specialized. Elective
courses usually have fewer students than the required courses. Motivations for
choosing such a course include a wish to experience other domains of knowledge and
to learn how to work in the professional situations in other countries and
contexts. Typically, North American universities require students to achieve
both breadth of knowledge across disciplines and depth of knowledge in a
particular chosen subject area, known as a major. Thus, students of the Arts or
Humanities are required to take some science courses, and vice-versa. Normally,
students are free to choose their particular electives from among a wide range
of courses offered by their university, as long as the students possess the
prerequisite knowledge to understand the subject matter being taught. Elective
courses are also offered in the third and fourth years of university, though
the choice is more restrictive and will depend upon the particular major the
student has chosen. Thus, specialization is one such reason to choose an
elective course. The other major reason for offering electives is based on
philosophy of the school or policy goals of the particular Department or
University. For civil engineering usually it’s the type of civil engineer one
want to be governs the chosen electives.
2.2
Curriculums of Civil Engineering in Pakistan and Abroad
If an analysis is made of various curriculums of civil engineering
in Pakistan and abroad it would be quite evident that every university and
department has its own school of thought and professional and pedagogic goals
that determines to offer the particular electives in their curriculums. For
instance; “The University of Sydney is
the top ranked Australian university for Civil Engineering. That's because they
provide students with a well-rounded understanding of their profession combined
with problem solving, design and research skills that enable them to lead
innovation to shape the future. At Sydney, they want to do much more than just
teach how to use technology – but they want students to be able to change
technology. They encourage students to push the boundaries to find solutions to
the problems of today and tomorrow - such as climate change, transportation
infrastructure, population changes, renewable and sustainable design and water
management. A key part of their jobs is to perform research and uncover
knowledge to benefit society. They believe it is important to keep
undergraduate students informed about and involved in research. Their school
has strengths in research areas such as structural engineering, geotechnical
engineering and environmental geo-mechanics, risk analysis, materials, concrete
structures and technology, construction and project management, fluid mechanics
and wind engineering, and ocean technology. They help students acquire the
skills necessary to engineer creative and practical solutions and make a
genuine difference in their community and beyond.”[2]
If
we look at the curriculum of Civil Engineering in Public sector Engineering
Universities it would be evident that, “There
is no course titled as Architecture and Town Planning, Urban Planning or City
and Regional Planning in the syllabus of BSc. Civil Engineering in UET Lahore.”[3]
Whereas, “The Department of Civil
Engineering at Mehran University of Engineering and Technology, Jamshoro, Sindh
offers 2credit hour’s course of ‘Architecture and Town Planning’ in its fourth
semester or fourth term.”[4]
In
Civil Engineering Department, NED University of Engineering and Technology
Karachi there is an elective ‘Architecture and Town Planning” which is taught
to Civil Engineering students. Similarly in Urban and Infrastructure Department
the students of urban engineering learn the courses, ‘Urban Sociology’ and
‘Urban Planning and Management’. These courses are though electives but
regularly offered to civil engineering students. Since beginning this course
was offered at the final year level up until the year 2000. However, since the
year 2001 this course is offered at third year level. Then, after 10 years in
2010 this course is shifted to second year level. This regular transfer of the
course from senior classes to more junior class has serious and specific
consequences. “The Department of Civil
Engineering in Sir Syed University of Engineering and Technology which is a
private University also offers the 3 credit hours course of ‘Architecture and
Town Planning’ on regular basis in their eighth semester.”[5] The curriculum of Civil Engineering as developed by Higher
Education Commission of Pakistan clearly indicates, “The engineering degree will devote 65-70% of the curriculum towards
engineering courses, and 35--30% to non-Engineering courses.”[6]
One of the learning objective of civil engineering program is “A Civil Engineering graduate would be able
to undertake planning, design, construction, operations and maintenance of
urban and rural infrastructure by applying his/her knowledge in all stages of
Civil Engineering and interdisciplinary projects.”[7]The
course of ‘Architecture and Town Planning’ is given in this curriculum
developed for the public and private sector civil engineering programs. According
to European Council for Civil Engineers, “A
civil engineer is a professional, academically educated and practice-oriented,
who uses his scientific, technical and other pertinent knowledge to perform
civil engineering acts, aiming to contribute to a sustainable world, with a
better quality of life. For professional recognition of a
Civil Engineer one of the engineer act is Urban Planning and Design.”[8]
This shows that in Europe also the subject of urban planning is given
significance. Similarly, American Society of Civil Engineers defines, “Civil
engineers are changing the world. They dream up creative, practical solutions
that benefit the everyday lives of people and the communities in which we live.
They work with smart and inspiring people to invent, design and build things
that matter. Civil Engineering is a diverse field and one of its specialties is
urban planning. ”[9] Thus, it is quite evident that, Urban
Planning is a recognized discipline in the curriculums of Civil Engineering and
for global recognition its knowledge and understanding is vital.
2.3 Appropriate
Course Contents of City Planning for Civil Engineering
Kurt
W. Bauer
is a specialist in the planning, design, and construction of municipal public
works, Kurt Bauer has 50 years of experience in city and regional planning and
has taught city planning to civil engineers for almost as long. His 2009
publication “City Planning for Civil Engineers, Environmental Engineers, and
Surveyors” by CRC Press London and New York can be said as first monograph on
the given subject. Being a teacher and professional his experience is unmatched
and thus signifies this book. In the following the course content of the book
are given for comparative analysis with existing courses of city planning for
civil engineers in our local context.
S. No.
|
Main Theme
|
Detailed Contents
|
1
|
Introduction to Definition of Terminology:
|
Definition of the Term "City",
Some Practical Definitions, Planning, City Planning, City Planning as a Team
Effort, Criteria for Good City Planning, Need for City Planning, Value of
City Planning
|
2
|
The Historic Context of Urban Planning:
|
European New Towns, City of London, Spanish
Colonial New Towns, French Colonial New Towns, English Colonial New Towns,
Contributions of Colonial Planning, Planning of National Capital, Decline of
Public Planning, Renaissance of Public Planning
|
3
|
Compilation of Essential Data:
A Brief Overview of Map Requirements for City Planning:
|
Basic Definitions and Concepts, National
Geodetic Survey Control System, U.S. Public Land Survey System, Map
Requirements for City Planning, Survey Control for City Planning and
Engineering, State Plane Coordinate Computations, Use In Creation of Land
Information Systems, Aerial Photography
|
4
|
Population Data and Forecast:
|
Estimating Current Population Levels,
Projecting and Forecasting Future Population Levels, Other Population
Characteristics, Components of Population Change, Spatial Distribution, Labor
Force Participation
|
5
|
Economics Data and Forecasts:
|
Economic Base, Structure of the Urban
Economy, Projection and Forecast Techniques, Example Application, Personal
Income, Property Tax Base, Concluding Comments on Employment Projections and
Forecasts
|
6
|
Land Use and Supporting Infrastructure Data:
|
Maps for Land Use Studies, Land Use Survey,
Utilities, Community Facilities
|
7
|
Natural Resource Base Inventories:
|
Climate, Air Quality, Physiography, Geology,
Mineral Resources, Soils, Surface Water Resources, Groundwater Resources,
Woodlands, Wetlands, Areas Having Scenic, Historic, Scientific and
Recreational Value, Environmental Corridors
|
8
|
Institutional Structure for City Planning and the Comprehensive
Plan:
|
The Plan Commission, Comprehensive Plan,
Staff Organization
|
9
|
Objectives, Principles, and Standards:
|
Basic Concepts and Definitions, Overriding Considerations,
Application in Alternative Plan Evaluation
|
10
|
Land Use Planning:
|
Determinants of the Land Use Pattern, The
Public Interest As a Land Use Determinant, Steps in Land Use Plan
Preparation, Example of Land Use Plan
|
11
|
Neighborhood Unit Concept:
|
Essential Features, Size and Density
Considerations, Comments on the Concept, Example of an Actual Neighborhood
Unit Development Plan
|
12
|
Principles of Good Land Subdivision Design:
|
The Context of Land Subdivision Design,
Principles of Good Design, Subdivision Design Patterns, Site Analysis,
Utility Service, Historic Patterns of Development and Lot Yield Efficiencies,
Common Issues of Concern, Other Design Considerations
|
13
|
Street Patterns and Transportation Planning:
|
Purposes of the Street System, Types of
Street Patterns, Functional Classification of Streets, Street Cross Sections,
Arterial Capacity and Level of Service, Arterial System Planning,
Jurisdiction Classification of Streets, Mass Transit Planning
|
14
|
Other Plan Elements:
|
Common Base, Characteristics of Individual
Elements, Need for Study Design
|
15
|
Plan Implementation – Land Subdivision Control:
|
Historical Background, Reasons for Public Regulation, Purpose of
Public Regulation, Statutory Authority for Land Subdivision Control, Required
Plat Approvals, Final Plat Data, Recording of Plats, Local Land Subdivision
Regulation, Example Local Subdivision Control Ordinance, Improvements,
Standardization of Utility Locations, Improvement Guarantees
|
16
|
Plan Implementation – Zoning:
|
Definition, Brief History, Benefits of Good
Zoning, Zoning Techniques, Zoning District Map, Zoning District Boundary
Delineation Related to Resource Protection, Zoning Ordinance Regulations,
Common Zoning Problems
|
17
|
The Official Map:
|
Brief History, Definitions, Relationship to
the Comprehensive Plan, Effectiveness, Legal and Administrative Considerations,
Engineering Considerations, Base Mapping Considerations, Facility Design
Considerations, Map Format
|
18
|
Capital Improvement Programming:
|
Definition and Context, Benefits of Capital
Improvement Programming, Elements of a Capital Improvement Program, Procedure
|
Table 1. Contents
of City Planning for Civil Engineers as Proposed by Kurt W.
Bauer in his book “City Planning for Civil Engineers, Environmental
Engineers, and Surveyors”
|
If we compare these contents with local contents of Town Planning
in HEC Curriculum or University’s Curriculums it would be evident that these
are the more detailed and comprehensive and may be applicable across the globe.
2.4
Significance of City Planning for Civil Engineering Curriculums
In
order to establish the significance of city planning for civil engineering curriculums
it is quite pertinent to carry out a critique on definition of civil and urban
engineering as it may launch the basis on which the case may be pleaded.
Whereas, an analysis of the core services of the civil and urban engineering
may also be furnished so as the logics may be established around the basic
argument of this theme. Furthermore, the inadequacies in pure Civil and Urban
Engineering may also be identified so as a justification can be developed for
instituting the significance of city planning for civil engineering students.
Finally a case study may also be given where a department of civil and urban
engineering has adopted the city planning as significant element of their
curriculum. In this way the significance of city planning for civil engineers
may be proved.
2.4.1 A Critique on Definition of
Civil and Urban Engineering
Civil
Engineering is a discipline that works to create a built environment on the
planet. The traditional definition of the British Institution of Civil
Engineers did not define civil engineering per se. Rather it defined the civil
engineer as someone who “harnesses the great forces of nature to the benefit of
mankind” (Charter of the Institution of Civil Engineers, United Kingdom, 1828).
This is done through the design, construction, operation and maintenance of
infrastructure. This definition was developed in an era where the primarily
relationship between people and the planet was exploitative (using this term in
a geological context). There is now recognition that the earth’s resources are
not unlimited, and exploitation on a major scale is damaging the planet. This
in turn requires a modification to the historical definition. The British
definition of the civil engineer has therefore been expanded to include ‘care
and consideration for the environment’. This definition retains is dominant
technical focus. Whilst this may be adequate (though still questionable) when
linked to the needs of developed countries, it has serious shortcomings in an
African context, where there is a high level of poverty and where Urbanisation
is moving into a high growth phase, both occurring at a time when global
resource constraints are becoming more evident. Urban Engineering seeks to
expand civil engineering beyond this purely technical definition to take
greater account of the interaction between the built environment that is
created by the infrastructure and the communities that are served by the
infrastructure. Urban Engineering is thus the application of civil engineering
works (infrastructure) carried out in a way that integrates this infrastructure
with the social context, and situates the delivery and operation of that
infrastructure in a framework of sustainability.
2.4.2 Analysis of Core Services
and Activities of Civil & Urban Engineering
There
are four core service areas of civil and urban engineering:
S. No.
|
Required Understanding
|
Core Activities
|
1
|
Water Engineering
|
This covers all aspects of the water cycle as it functions within
an urban catchment management framework, and incorporates: urban hydrology;
urban drainage; water storage, treatment and supply; post-use water
discharge.
|
2
|
Energy and waste management.
|
This covers solid waste and sanitation, both of which have a
major potential for resource recovery and re-use, and other urban energy
forms such as methane gas recovery, solar and wind power.
|
3
|
Transportation and movement
networks
|
This covers the transportation planning, multi-modal use of
movement networks, and the geometric and structural design of pavements.
|
4
|
Engineering mechanics
|
This incorporates structural and geotechnical works, both linked
to the above (e.g. bridges, reservoirs) and as building works.
|
Table 2. Four Core Service Areas of Civil and Urban Engineering
|
2.4.3 The Inadequacy in Pure Civil
and Urban Engineering
In
order to work effectively with the core services outlined above, the civil and
urban engineer will be involved in, and require an understanding of, the
following activities:
S. No.
|
Required Understanding
|
Core Activities
|
1
|
Infrastructure Planning
|
Carry out reviews of existing problems and situations. Identify
innovative and economical solutions. Work effectively and in a collaborative
way in a multidisciplinary environment. Develop proposals that are matched to
the social, economic and environmental.
|
2
|
Analysis and Design
|
Have a working knowledge of current design standards, guidelines
and hand books. Carry out topographic survey. Carry out preliminary and final
designs. Prepare Bills of Quantities and Specifications. Prepare cost
estimates. Manage a tendering process. Evaluate tenders.
|
3
|
Contract Administration
|
Review and approve contractor’s program, method and schedule.
Supervise projects to ensure that drawings, specifications, materials and
workmanship are as specified in the contract. Check and approve measurement
of work executed. Administer claims and disputes. Issue engineering
instruction and variation order, check and approve variation order. Manage
construction activities and available resources including planning,
scheduling, controlling and reporting.
|
4
|
Construction Management:
|
Decide method of construction. Manage labour-based construction
projects. Conduct studies on cost of construction, materials, labour,
equipment and productivity. Manage construction activities and available
resources including planning, scheduling, cost estimating, controlling and
reporting.
|
5
|
Technical Management of Infrastructure
|
Develop and manage the mapping system for infrastructure in a
town or city. Work with the infrastructure system in a GIS environment.
Develop plans for new infrastructure projects. Develop and manage contracts
for consultants. Plan and organize the maintenance and repair of existing
infrastructure. Work in a management team with other disciplines. Plan and
organise laboratory tests on soils, rocks and construction materials.
|
6
|
Financial Management of Infrastructure
|
Develop an asset management plan for the infrastructure. Develop
life-cycle costing plans for assets. Prepare budgets for capital investment.
Prepare operation and maintenance budgets. Plan, execute and monitor spending
programs.
|
7
|
Associated skills
|
Prepare a brief for an environmental impact assessment. Calculate
the carbon value of resources used in infrastructure management, covering the
products (e.g. human waste) or the activity (e.g. aggregate extraction from a
quarry). Incorporate environmental costs into life cycle costing. Prepare a
brief for a social survey linked to infrastructure need and/or use. Evaluate
the impact of an infrastructure project proposal on social equity and
affordability.
|
Table 3. Civil and Urban Engineers required Knowledge and Understanding of
Seven Crucial Skills
|
2.4.4 A Case Study of Department of
Civil and Urban Engineering, Haramaya University, Ethiopia
Following
is the statement of the Department as given on their website which clearly says
that; “….the department has evaluated its
current program. It has identified important, and currently unmet, needs for
civil engineers to work in local government specifically, and urban
infrastructure generally, to address the backlog in infrastructure and the
future needs of a rapidly growing urban population. Working in urban areas,
where the civil engineering infrastructure directly services the urban
population, there is a need for specialist skills and knowledge that are not
necessarily required in other civil engineering works. These relate
specifically to the social and financial surround and the specific nature of
the physical environment. To ensure that civil engineers have the appropriate
skills and knowledge, the University of Haramaya is working with the
Universities of Arba Minch, Hawassa and MadaWalabuin the on-going development
and implementation of a new degree program in Civil and Urban Engineering. This
program incorporates the core subjects of engineering science and is founded
upon the same theoretical base of basic sciences and mathematics as other civil
engineering degrees in the country. It therefore meets all the requirements of
a civil engineering degree. Where it differs is in the focus of the
applications subjects, which are all related specifically to the urban context,
and in its management focus, which again links to the management of urban
infrastructure. The Objective of this B.Sc. program is to produce outstanding
civil and urban engineering graduates who have been prepared to become
technological, managerial and public service leaders capable of understanding
the social and environmental challenges that face the country, and who will be
in a position to make a meaningful contribution to both national social and
economic growth and development as well as being able to respond to, and
benefit from, the impact of global change. This program is aimed primarily at
training engineers required for building and developing the cities and towns of
the future, though the skills imparted will also enable the graduates to work
in all other fields of civil engineering. It will produce well qualified
engineers knowledgeable in the core engineering science areas of structural,
geotechnical and hydraulic engineering. At the same time those graduates will
also have knowledge of civil engineering infrastructure as a resource and as a
service, ensuring that they can be actively engaged in the planning,
development and management of civil engineering infrastructure projects.
Specifically, the trainees will be equipped with the knowledge that enables
them to execute the following tasks: [Undertake project identification,
pre-feasibility and feasibility studies in a challenging social and economic
context, and design civil engineering works that are both sustainable and
appropriate to that context.] [Prepare contract documents for civil engineering
projects that can be undertaken by either machine- or labour-based construction
methods.] [Manage and maintain the civil engineering works in a cost-effective
and efficient manner.] [Manage the resource flows (water, waste, transport)
associated with the existing civil engineering works on a sustainable basis.]”[10]
It is quite evident from this case example that, the city planning as
significant element of their curriculum.
2.5 The Basic Knowledge and
Maturity of Civil Engineering Students for Learning City Planning
It
is a grave reality that, the subject of city planning requires a requisite
understanding of the profession of civil engineering and its specialized
streams and knowledge disciplines which make planning study easy,
At
junior level the students do not attain a maturity which leads them to understand
the dynamics of urban planning course contents. For urban planning the basic
concept about the built environment is necessary. A student of civil
engineering must understand the definition and construction method of a
building, or artefact, a street, a road, a pavement, a footpath, design of
utility lines i.e. water, electricity, gas, telephone, sewerage system,
sanitation etc. The student must have clear vision about land, air and water
and noise pollution, climatology, rain water drains, population density, mass
transport, public transport, para transit, and all transportation modes and
role of civil engineer in it. Furthermore a basic knowledge about history of
civil engineering is one of the major understandings which is necessary for a
civil engineering student to learn urban planning.
2.6 The City Planning Course Load
i.e. Theory and Practical for Civil Engineering Curriculum
As
far as course load is concerned it shall be 60% practical and 40% theoretical
underpinning. The reason behind this fact is that, the learning by doing is the
best way for every subject. A student retain very less in his mind if he just
listen to lectures. However as per HEC curriculum, “The contact hours for study of courses are kept flexible
for university to
university, considering the
variation in local requirements. The following limits have
been proposed. For Semester System: 1 credit hour of theory class = 1 contact
hour, 1 credit hour of lab / design class / practical = 3 contact hours. For
Annual System: 1 lecture hour of theory class per week = 1 contact hour 2
lecture hours of lab per week = 1 contact hour, Total contact hours per year
for theory course = 60, Total contact hours per year for lab / design /
practical course = 30. These above given contact hours cover theory lectures,
design classes and practical periods.” Thus, for city planning course load
HEC formulae may be adopted.
2.7 The Appropriate Methodology
for Teaching City Planning to Civil Engineering Students
As
HEC curriculum explains, “Class room
lectures, duly supported by audio-visual aids demonstrations and relevant
handouts. Assignments and tutorial requiring use of reference material and
internet facility, Term projects and class presentations. Laboratory
experiments, field work and design exercises. Instructional visits to
appropriate establishments, installations, construction sites, field stations,
industries etc. Extension lectures and class room discussions by renowned
professionals, Enhanced use of modern computing facilities in the
teaching-learning environment. The note books/field books/graphs and drawing
sheets pertaining to the field work and practical should be completed within
the allocated time and submitted to the teacher. In case of field visit the
students shall be required to write a visit report which shall be graded.”[11]
Thus, it is quite necessary that practical hands on may be given more
significance.
3. Conclusions:
After
detailed description of research findings it is concluded that, civil
engineering is the mother of all engineering and it has a very broad
application. As a repercussion city planning becomes one of the most
significant elective courses for civil engineers which shall be taught at final
year when a civil engineer become mature and understands the professional
spectrum of practice in the urban rural contexts and society at large. A
society progress with their knowledge and world view, and generation of new
knowledge is based upon progressive academia and futuristic curriculums. Thus,
appropriate course contents and pedagogy would be a continuous quest because it
is related to given time and space and the level of intellectual progress in a
society.
It
is the aspiration of young civil engineers that, a major branch of knowledge
which is directly related to their professional practice must be taught to
them. They also want to learn the art of architecture to appreciate its
aesthetic qualities and increase their sense of beauty and at the same time
they wanted to be socially responsive to their built environment. They also
want the technical knowledge about building structures at all scales from a
street to neighbourhoods, from neighbourhoods to towns, from towns to city,
from cities to regions, and from region to national and international scale of
infrastructure. After all, it was done by Romans in ancient times to Chinese
and Pakistanis in current times where they have planned to make the
connectivity via, roads to railways, and energy to economics for future and
sustainability.
References
[1]
Ali, Z. “Curriculum of Civil Engineering
BE/BSc” Published by Higher Education Commission Islamabad Pakistan (2008).
The Official Website of HEC Pakistan Available from https://www.google.com.pk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&sqi=2&ved=0CCYQFjAA&url=http%3A%2F%2Fwww.hec.gov.pk%2FInsideHEC%2FDivisions%2FAECA%2FCurriculumRevision%2FDocuments%2FCivil%2520Engineering%25202008.pdf&ei=NW9LU8amBIbA0QWQt4DwBA&usg=AFQjCNF2-7oby4U1bbG8e4Ecp3dr9eU4Kg&bvm=bv.64542518,d.Yms
Accessed: 2014-04-14
[2]
American Society for Civil Engineering (ASCE) Project lead the way (PLTW)
Igniting imagination, and innovation through learning “A Career in Civil
Engineering”, Available from https://www.google.com.pk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=4&cad=rja&uact=8&ved=0CDkQFjAD&url=https%3A%2F%2Fsharedserver.rsd17.org%2Fteacherwebpages%2Fjohntodzia%2FCivil%2520Engineering%2520%2520Architecture%2F1.2%2520CareerCivilEngineering.ppt&ei=NNNPU8HzOuzP0AXahICgBg&usg=AFQjCNFuQq-xWboTVyq-3tBoesaCdsZ-ng&bvm=bv.64764171,d.Yms Accessed:2014-03-10
[3]
Fernando Branco “Professional Recognition
for Civil Engineers” El Ingeniero:
Presente E Futuro, European Council of Civil Engineers, Ordem Dos Engenheiros,
Madrid (2007) Available
from: http://www.ciccp.es/ImgWeb/Sede%20Nacional/Declaraciones%20Bolonia_Ber/Fernando%20Branco.ppt Accessed:
2014-03-15
[4]
Professor Kim Rasmussen, Official Website of the University of Sydney,
Australia. Available from: http://sydney.edu.au/engineering/civil/current-students/index.shtml
Accessed: 2014-03-25
[5]
Department of Civil and Urban Engineering, Haramaya University, Institute of
Technology, Dire Dawa-Ethiopia Available from: http://www.haramaya.edu.et/academics/institutes/institute-of-technology/dept/department-of-civil-and-urban-engineering/
Accessed: 2014-03-05
[6]
Kurt W. Bauer “City Planning for Civil
Engineers, Environmental Engineers, and Surveyors” by CRC Press, ISBN
9781439808924, London / New York (2009)
[1] RAVINDAR KUMAR is an architect and urban designer; belongs to
Taluka Shahdadkot; District Qambar-Shahdadkot, Larkana Division; Sindh;
Pakistan. He graduated in “Architecture” by the year 1994 from Department of
Architecture and Planning, Dawood College of Engineering and Technology then
affiliated with NED University of Engineering and Technology Karachi. He did
his “Masters of Urban Design” in 1999 from the same institution i.e.
DAP-DCET-NEDUET Karachi. Initially he worked as an “Architect and Urban
Designer” with private architectural, interior and urban planning firms i.e.
M/s SURTI & Partners and M/s AHED+AZAM Partnership in Karachi. Since
January 2001 he became faculty member in Department of Architecture and
Planning, NED University of Engineering and Technology, Karachi and written
many research papers in the subjects of Urban and Regional Planning, Urban
Housing, Urban Transport, Urban Conservation, Urban Landscape, Urban Economics,
Urban Design and Curriculum Development. In January 2008 he went for PhD
studies in “Construction and Project Management” from Hong Kong University of
Science and Technology (HKUST). Currently he is working as an Assistant
Professor and teaching to undergraduate and graduate students in Bachelors of
Architecture, Civil Engineering, Urban and Infrastructure Engineering, Masters
of Urban and Regional Planning and MSc. Environmental Design.
[2] Professor Kim Rasmussen, Official Website of the University of
Sydney, Australia Available from: http://sydney.edu.au/engineering/civil/current-students/index.shtml
Accessed: 2014-03-25
[3] Available from: http://www.uet.edu.pk/faculties/facultiesinfo/ee/popup.html?RID=BCivilProgram
Accessed: 2014-03-01
[4] Available from: http://www.muet.edu.pk/departments/civil-engineering/course-outline
Accessed: 2014-03-01
[5] Available from: http://www.ssuet.edu.pk/~CVED/courses.php
Accessed: 2014-03-01
[6] Ali, Z. “Curriculum of Civil Engineering BE/BSc” Published by
Higher Education Commission Islamabad Pakistan (2008). The Official Website of
HEC Pakistan Available from https://www.google.com.pk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&sqi=2&ved=0CCYQFjAA&url=http%3A%2F%2Fwww.hec.gov.pk%2FInsideHEC%2FDivisions%2FAECA%2FCurriculumRevision%2FDocuments%2FCivil%2520Engineering%25202008.pdf&ei=NW9LU8amBIbA0QWQt4DwBA&usg=AFQjCNF27oby4U1bbG8e4Ecp3dr9eU4Kg&bvm=bv.64542518,d.Yms
Accessed: 2014-04-14
[7] Ibid
[8] Fernando Branco “Professional Recognition for Civil Engineers” El
Ingeniero: Presente E Futuro, European Council of Civil Engineers, Ordem Dos
Engenheiros, Madrid (2007) Available from: http://www.ciccp.es/ImgWeb/Sede%20Nacional/Declaraciones%20Bolonia_Ber/Fernando%20Branco.ppt
Access-ed: 2014-03-15
[9] American Society for Civil Engineering (ASCE) Project lead the way
(PLTW) Igniting imagination, and innovation through learning “A Career in Civil
Engineering”, Available from https://www.google.com.pk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=4&cad=rja&uact=8&ved=0CDkQFjAD&url=https%3A%2F%2Fsharedserver.rsd17.org%2Fteacherwebpages%2Fjohntodzia%2FCivil%2520Engineering%2520%2520Architecture%2F1.2%2520CareerCivilEngineering.ppt&ei=NNNPU8HzOuzP0AXahICgBg&usg=AFQjCNFuQq-xWboTVyq-3tBoesaCdsZ-ng&bvm=bv.64764171,d.Yms
Accessed:2014-03-10
[10] Department of Civil and Urban Engineering, Haramaya University,
Institute of Technology, Dire Dawa-Ethiopia Available from: http://www.haramaya.edu.et/academics/institutes/institute-of-technology/dept/department-of-civil-and-urban-engineering/
Accessed: 2014-03-05
[11] Ibid No. 6